首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
In this paper, we survey the contemporary movement away from traditional educational forms to the new discourses and practices associated with the term “lifelong learning”. We relate this movement to the sense of crisis which seems to be present in the post‐compulsory and higher education sectors. We locate it in the technological, economic and cultural changes which characterise the postmodern condition and the questioning of the grand narratives which have sustained education in modernity. We examine how these changes are effecting education in terms of trends such as vocationalisation, marketisation, the commodification of knowledge, the individualising of learning and the challenging of the monopoly position of universities. We ask what “education” means when it is not a bounded field and what “learning” means in the more loosely bounded spaces of lifelong learning. We argue that the current situation is both exciting and troubling for educators requiring a redefinition of roles and purposes in a context which is complex and contradictory.  相似文献   

2.
The restructuring of higher education (HE) according to neoliberal market principles has constructed the student consumer as a social category, thereby altering the nature, purpose and values of HE. In England, a key government attempt to champion the rights of the student consumer has taken the form of institutional charters which indicate the level of services students can expect to receive and what they will be expected to do in return. Pierre Bourdieu’s conceptual framework is applied to analyse the dynamics of practice in the context of the intensification of marketisation in English universities. The impact on student identities and learning processes, on the curriculum and on the academic practices of faculty is explored. By studying the production of institutional information related to charters, a particular image of the ‘good’ student is promoted to prospective students, which simultaneously regulates current student expectations. We argue that the marketisation of learning may result in passive and instrumental learners, a reduction in the range of disciplinary knowledge and a deterrence of innovation in teaching practices, all of which impact on the public good functions of universities.  相似文献   

3.
ABSTRACT

In an increasingly competitive environment that positions students as consumers, universities have become ever more marketised, responding to policy contexts that foreground value for money, consumer choice and competition. The intensity of marketisation is argued to have profoundly affected the nature of academic work and scholars themselves, recreating academics as commodities to be weighed and measured, becoming corporatised, alienated and inauthentic in their practice. Yet with the majority of accounts of the commodification of higher education focusing on students, the actual process of how academics become consumed is under-theorised. This article therefore begins with a discussion of the historical context, providing evidence of the familiar indices of marketisation such as rampant self-promotion, the scramble for external funding and intense competition. It argues that this commodified DNA of the university provides the context for the seduction of the modern academic within the consumer society, a movement from the gratification of needs to the perpetual frustration of desires through the ‘Diderot Effect’ of policy shifts. It concludes with an examination of how contemporary academic work can be viewed through the lens of consumerism and how academics themselves have become consumers.  相似文献   

4.

Internationalisation of higher education (HE) affords an opportunity to engage in critical reflection on practices across the sector and to pursue a programme of widespread reform based on outcomes of practitioner dialogue and debate. This opportunity is, however, being largely shunned thanks to the prominence of a marketisation discourse that has claimed the internationalisation agenda as its own, redefining it narrowly in commercially expedient terms. Adopting a broadly Foucauldian perspective on discourse, this article offers a critique of HE internationalisation in the UK. It begins with an analysis of the global trade in HE courses on international markets, arguing that it is inappropriate to treat curricula as though they were merely commodities reducible solely to exchange value. Having questioned the marketisation discourse, the article proceeds to expose the inadequacies of a piecemeal 'infusion approach' to curriculum internationalisation. Simply flavouring curricula with 'international' or 'global' elements fails to address more fundamental issues of the educational process posed by multicultural recruitment and teaching. The critique is founded on a questioning of the cross-cultural validity of purchaser/provider models in general and the student-as-customer metaphor in particular. A 'learning as eating' conception of education finds its apogee in Ritzer's McDonaldised university, with its programmatic reduction of HE, casualisation of teaching labour and 'product' standardisation. The article ends with a polemical call for a reclamation of the internationalisation agenda on the part of practitioners who are interested in creating culturally inclusive, fair and genuinely educational forms of multicultural HE teaching and assessment.  相似文献   

5.
This paper takes critical lenses to interpret what students find enjoyable in their learning in specific ‘subject’ environments within the prevailing socio-economic climate in higher education. It considers student dispositions that emerged from dialogues with two groups of students attending a non-traditional university and taking vocational degrees within England, UK. We argue that although each higher education institute can become its own destiny, it can only do so within the boundaries of state policy and its technologies. Higher education, when affected by cultures of ‘performativity’, is arguably focused less on knowledge for ‘emancipation’ and its own sake and more on the ‘use value’ of its products. This paper argues that what is valued by these particular students in their learning and what gives them positive feelings as they engage with this process of learning is not altogether independent of the current governances shaping higher education.  相似文献   

6.
Public education is commonly perceived as a social good endowed with the capacity to equalise western citizens’ chance of ‘success’. In 2008 Australia introduced standardised testing and reporting procedures to improve educational quality and equity through two policy tools (NAPLAN/MySchool). Ensuing public debate culminated in two Senate Inquiries. Qualitative critical analysis of all (N = 268) submissions to Inquiry One evidenced two major themes: marketisation and data (mis)use; and competition, commodification and practice. Marketisation’s hegemony shaped discourse and recommendations, with institutions and individuals promoting/engaging in self-aggrandising performance-driven activities seeking market advantage, often whilst simultaneously objecting. Submissions largely opposed MySchool and supported NAPLAN despite detailing maladaptive impacts and recommending changes. Drawing upon Latour, we suggest actors’ interactions with these tools (re)produced and re-enacted marketisation principles. Where marketisation, commodification or political rhetoric drives educational change, one ought to be cautious authentic approaches are not truncated by stakeholders lacking legitimate means to compete for resources or social status.  相似文献   

7.
Student–faculty partnership has been researched by contemporary academic developers, particularly its outcomes and challenges. However, theoretical discussions linking it with larger social–educational–political discourses are still lacking. This reflection aims to help fill the gap by analysing how student–faculty partnership might contest the neoliberalisation of higher education. It argues that, by positioning partnership as the basis for learning, student–faculty partnership provides an alternative discourse to contest the marketisation and corporatisation of higher education, the (re)production of learners as competitive and self-interested, and the standardisation and mechanisation of learning.  相似文献   

8.
Rankings and online comparison sites have both facilitated and shaped the marketisation of higher education in England, the UK as a whole and elsewhere. They have facilitated marketisation by introducing greater competition between and within higher education institutions. Ultimately, they accomplish the transformation of qualities into quantities, which is both required by, and a consequence of, the commodification and privatisation of higher education. Rankings have also helped to embed the logic of the market within organisational structures and processes and within the minds and practices of organisational members. In some ways, in a highly regulated UK higher education market, rankings became a substitute for more authentic market mechanisms. However, these processes have intensified with the transfer (in England) of the majority of the cost of study to students and the emergence of more sophisticated websites presenting detailed statistics that enable prospective students to compare courses and institutions on indicators such as modes of student assessment and employment outcomes. This article seeks to understand how different types of university and college are responding to this intensification of rankings logic amidst the further marketisation of higher education in the UK. It employs the concepts of internalisation and institutionalisation to analyse how these responses evolve and vary between institutions at different places in the rankings, but eschews a completely Foucauldian interpretation which, in the author's view, cannot fully explain the responses within institutions (and over time) to ‘data-driven technologies’.  相似文献   

9.
Abstract

One of the questions that Heidegger presents in his paper, ‘Plato’s Doctrine on Truth’, is the distortion as he sees it of paideia—that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato’s concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is made in this paper to examine Heidegger’s reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education.  相似文献   

10.
In England, a ‘revised’ educational code appears to be emerging. It centres upon the concept of ‘personalisation’. Its basis is less in educational theory, more in contemporary marketing theory. Personalisation can be regarded in two ways. First, it provides the rationale for a new mode of public‐service delivery, one which seeks to enable ‘users’ to co‐produce with professionals a solution to their needs. In this endeavour, it takes further that process of marketisation which had been set in train under the New Public Management. Second, it portends a new ‘grammar’ for the school, in the guise of ‘personalised learning’. At this stage, what shall count as personalisation—particularly in relation to personalised learning—remains incoherent and inchoate. For its justification as a policy, personalisation appeals to child‐centredness, to democracy and to consumerism. The analysis draws on contemporary social and marketing theory.  相似文献   

11.
Studies of the impact of education on adults’ lives must go beyond the background details of students, the course and the immediate learning outcomes, and be grounded in the changing lives of learners in a changing world. Life histories provide a rich source of data to assess the significance of education but are difficult to analyse. New approaches based on life course analysis show at what stage in students’ various ‘careers’ they participate, what else is going on at the time, and how education affects areas of their lives. The paper begins with a brief review of the literature on collecting life histories and a justification for the method adopted which provides the starting point for life course analysis. A case study of a student living in an area of multiple deprivation who took an Open University community education course is presented to show how life course analysis can be carried out and the place and influence of education evaluated.  相似文献   

12.
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference.  相似文献   

13.
Empirical work has shown how mathematics education exhibits certain tensions between its value as being practically useful to production and consumption on the one hand and in offering access to scarce resources on the other hand. These tensions can be ultimately traced to the contradictions in the way mathematical knowledge enhances the use value and exchange value of labour power, respectively. To understand this as a social psychological phenomenon, I look to two well-known theoretical perspectives on education, first that of the Marxist psychology of Vygotsky and activity theory (and contemporary cultural–historical activity theory) which I find tends to marginalise ‘exchange value’. Second, I look to Bourdieu’s sociology of education that tends to marginalise the use value. I then bring together these two perspectives in a joint theory of education as both development and re-production of labour power, in which use and exchange value both have their place (in commodity production). This helps explain where mathematics education might be critical.  相似文献   

14.
This article analyses university pedagogy by contrasting mainstream pedagogy and feminist pedagogical thought. The data consist of two textbooks, and we investigate what kinds of teaching, learning and knowledge the textbooks construct and what kinds of student and teacher positions they suggest. The inquiry shows that learning in the textbooks is seen as a strictly defined, hierarchical process and that ideal teaching stresses methods over content. The power of knowledge is not discussed, nor are gender, sexuality and other differences. Academics are seen as professional teachers who master teaching methods, and students are framed as customers. An assumed human sameness, marketisation of education, emphasis on vocational benefit and ‘pathos of the new’ were found to be themes guiding mainstream pedagogy. We suggest that feminist pedagogy can offer an alternative approach, one enabling a critical analysis of the power of knowledge and an awareness of differences among students.  相似文献   

15.
This paper is intended to contribute to the discussion of the meaning of open learning. The trend in higher education in Australia towards open learning is seen to be politically driven. We argue that the lack of educational debate over its meaning and implications allows us to presume that open learning is of social value, while in reality it may have the power to create anew binary divide in higher education or to re‐fashion entirely what constitutes knowledge within society. In order to ‘de‐reify’ the term we argue that a critical examination of its meaning, from a political as well as pedagogical perspective, is necessary.  相似文献   

16.
In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams.  相似文献   

17.
Relatively little contemporary philosophy of education employs economic concepts directly. Even where issues such as marketisation of education are discussed there may be little clarification of underlying concepts. The paper argues that while much contemporary economic thinking on education may be philosophically naive, it is also the case that philosophy of education can productively engage with particular economic insights and perspectives. The paper examines particular conceptualisations of ‘economics’ and ‘the market’, drawing upon these to consider aspects of an issue that is significant for the philosophy of education: human becoming. An example, the notion of ‘wellbeing’ is briefly discussed.  相似文献   

18.
Discourses of ‘internationalisation’ of the curriculum of Western universities often describe the philosophies and paradigms of ‘Western’ and ‘Eastern’ scholarship in binary terms, such as ‘deep/surface’, ‘adversarial/harmonious’, and ‘independent/dependent’. In practice, such dichotomies can be misleading. They do not take account of the complexities and diversity of philosophies of education within and between their educational systems. The respective perceived virtues of each system are often extolled uncritically or appropriated for contemporary economic, political or social agendas. Critical thinking, deep learning, lifelong and lifewide learning are heralded as the outcomes of Western education but these concepts are often under‐theorised or lack agreed meanings. Equally fuzzy concepts such as ‘Asian values’ or ‘Confucian education’ are eulogised as keys to successful teaching and learning when Asia prospers economically. They are also used to explain perceived undesirable behaviour such as plagiarism and uncritical thinking when Asian economies do not do so well. We argue that in general, educationists should be aware of the differences and complexities within cultures before they examine and compare between cultures. This paper uses the Confucian‐Western dichotomy as a case study to show how attributing particular unanalysed concepts to whole systems of cultural practice leads to misunderstandings and bad teaching practice.  相似文献   

19.
The term ‘transformation’ and its cognates can be found appended to almost every key term in the contemporary educational lexicon. In educational psychology, teachers are urged to adopt the methods of ‘transformational teaching’. In adult education, the theory of ‘transformative learning’ defines the current research paradigm. Social justice educators regularly couch their consciousness-raising efforts in terms of ‘transformative pedagogy’. And in philosophy of education, pragmatists, phenomenologists, neo-Aristotelians and postmodernists alike point to the special transformative quality of education, both in the Anglo-American as well as the German-language discourses. In this essay, we argue that these various conceptions of transformative education can be organised under two theoretical categories, each with its own distinctive understanding of and approach to creating transformative educational experiences: formalism and moralism. In the first two sections, we discuss the characteristic qualities of these two approaches and point to several problems that arise within them. Drawing on recent developments in the philosophy of language and moral psychology, we then advance a ‘substantivist’ alternative to the formalistic and moralistic approaches, which characterises the transformative experience as a process of renarrativation with two experiential moments: articulation and aspiration. Substantivism is an attractive approach to transformative education, we argue in the final section, because it avoids the problems that arise in the formalistic and moralistic conceptions while providing resources for capturing what is essential to transformative experience in the educational process.  相似文献   

20.
This contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curriculum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号